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Paper ID #17495

Comparison of Surveying Engineering Education in USA and Turkey Dr. Esra Tekdal Yilmaz, Pennsylvania State University, Lehman

Dr. Tekdal Yilmaz is an assistant professor of surveying engineering at Penn State Wilkes Barre Survey-

ing Engineering program. Her research interests include; Terrestrial laser scanning, deformation measure-

ments and building information modelling c

American Society for Engineering Education, 2016

Comparison of Surveying Engineering Education in USA and Turkey

Abstract

Engineers with their creative, researcher and knowledgeable identities play an important role for

the quality of life and welfare of the society. However the skills listed above are highly correlated

with the quality level of engineering education given. Country specific educational habits and

opportunities affect the learning pattern of individuals enrolled in engineering programs and therefore have impact on the career and future. In this study, possible improvement suggestions

for the engineering education in Turkey will be given while comparing the teaching methods and conditions of two Accreditation Board for Engineering and Technology (ABET) accredited surveying engineering education programs in Turkey and USA.

1. Introduction

Engineering education in Turkey and USA are given with different number of total credits,

curriculum, degree and program names which vary depending on the schedule, resources, usability of technology and course content. However there is one common thing in engineering education all around the world, to teach the individual how to reach the required knowledge using or finding correct information. In this way the students can gather vital and sound knowledge during their education life gradually and creatively. is the profession in which a knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to utilize economically the materials and forces of nature Criteria, compatible with definition of engineering, prepared by ABET for accrediting engineering programs, 2016 2017 define the general program evaluation criteria as follows: 1 1) Students

2) Program Educational Objectives

3) Student Outcomes

(a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

4) Continuous Improvement

5) Curriculum

6) Faculty

7) Facilities

8) Institutional Support

The goal of engineering education is to give the creativity, research ability and ability to solve problems on their own in addition to the criteria defined under student outcomes of ABET.

2. Widely used accreditation programs in Turkey and USA

There are two widely used accreditation programs MUDEK (Association for Evaluation and Accreditation of Engineering Programs) in Turkey and ABET in USA.

2.1 MUDEK

MUDEK, is a non-legislative organization working for enhancing the quality of engineering

education in Turkey by means of the accreditation and providing information services for

engineering education programs in different disciplines. It is currently comprised of 73 individual and 2 organizational members.2 It was initially established with a name Engineering Evaluation Board as an independent, non- governmental platform in 2002 by the Engineering Deans Council (MDK), which is formed by the deans of faculties administering engineering education programs in Turkey and Turkish Republic of Northern Cyprus (TRNC), to prepare and conduct a comprehensive program for the evaluation of engineering undergraduate programs run by these faculties. On 26 November 2006 became a member of ENAEE (European Network for Accreditation of Engineering Education) and authorized by ENAEE to award EUR-ACE Label to undergraduate engineering programs starting from January 21, 2009 and authorization is renewed on October 16,

2013 until December 31, 2018.

In 2007, after becoming an association, on November 16, 2007 recognized by the Higher Education Council () of Turkey as the National Quality Assurance Agency in accrediting engineering

programs for five years and this recognition is renewed for another five years on February 01, 2013.

On June 25, 2010 became a Provisional Signatory of Washington Accord of IEA (International Engineering Alliance) and on June 15, 2011 became a full member signatory. In Turkey there are 18 public and 2 private university offering normal education (day classes), 7 public university offering second education (evening classes) in surveying and similarly named engineering programs. 8 of them seen in table 1 are accredited by MUDEK and only one program in Turkey seen on table 2 is accredited by ABET.

School Name Location Validity Period of

MmDEK Accreditation

Validity Period of

EUR-ACE Label

Karadeniz Technical University

Faculty of Engineering, Normal

Education (NE) Trabzon, Turkey 01.05.2010-30.09.2017 01.05.2010-30.09.2017

Karadeniz Technical University

Faculty of Engineering,

Secondary Education (SE) Trabzon, Turkey 01.05.2015-30.09.2017 01.05.2015-30.09.2017

Bulent Ecevit University

Faculty of Engineering Zonguldak, Turkey 01.05.2015-30.09.2020 01.05.2015-30.09.2020

Selcuk University

Faculty of Engineering (NE) Konya, Turkey 01.05.2008-30.09.2018 01.05.2010-30.09.2018

Selĕuk Uniǀersity

Faculty of Engineering (SE) Konya, Turkey 01.05.2008-30.09.2018 01.05.2010-30.09.2018

Yildiz Technical University

Faculty of Civil Engineering (NE) Istanbul, Tukey 01.05.2007-30.09.2016 01.05.2009-30.09.2016

Yildiz Technical University

Faculty of Civil Engineering (SE) Istanbul, Tukey 01.05.2007-30.09.2016 01.05.2009-30.09.2016

Kocaeli University

Faculty of Engineering Kocaeli, Turkey 01.05.2014-30.09.2016 01.05.2014-30.09.2016 Table 1. MUDEK accredited surveying and similarly named engineering programs3

2.2 ABET

ABET founded in 1932 as

committed to education, accreditation, regulation, as well as professional improvement of engineering professionals and students.4 ABET is not comprised of individuals but 35 professional and technical organizations specialized

in the areas or professions which are eligible (highly qualified) to represent fields ABET accredits

in applied computer science, computing, engineering and engineering technology. ABET encourages alumni of accredited programs and other instructively qualified people who work or practice in the applied science, computing, engineering, and engineering technology professions to make progress toward expert acknowledgment by improving their individual qualifications through licensure and certification. educational programs and settling on the final accreditation decision for each program. These commissions are Applied Science Accreditation Commission, Computing Accreditation Commission, Engineering Accreditation Commission and Engineering Technology Accreditation

Commission.

In USA almost all surveying and similarly named engineering programs are accredited by ABET spread all over the country as seen on table 2.

School Name

Location

Accreditation

Dates

Date of Next

Comprehensive

Review

Alfred State

College

Alfred, NY,

10/01/1992-

Present 2018-2019

East

Tennessee

State

University

Johnson City,

TN, US

10/01/1992-

Present 2019-2020

Ferris State

University

Big Rapids,

MI, US

10/01/1989-

Present 2017-2018

Idaho State

University

Pocatello, ID,

10/01/2004-

Present 2017-2018

Michigan

Technological

University

Houghton,

MI, US

10/01/2011-

Present 2017-2018

New Jersey

Institute of

Technology

Newark, NJ,

10/01/1992-

Present 2017-2018

New Mexico

State

University

Las Cruces,

NM, US

10/01/1999-

Present 2018-2019

Pennsylvania

State

University

Lehman, PA,

10/01/2004-

Present 2018-2019

Polytechnic

University of

Puerto Rico

San Juan, PR,

10/01/2006-

Present 2019-2020

St. Cloud

State

University

St. Cloud,

MN, US

10/01/2004-

Present 2017-2018

The University

of Akron

Akron, OH,

10/01/2010-

Present 2016-2017

School Name Location

Accreditation

Dates

Date of Next

Comprehensive

Review

Troy

University Troy, AL, US

10/01/2010-

Present 2016-2017

University of

Maine

Orono, ME,

10/01/2005-

Present 2020-2021

California

State

University,

Fresno

Fresno, CA,

10/01/1979-

Present 2018-2019

Florida

Atlantic

University

Boca Raton,

FL, US

10/01/2010-

Present 2020-2021

Nicholls State

University

Thibodaux,

LA, US

10/01/2008-

Present 2015-2016

Oregon

Institute of

Technology

Klamath

Falls, OR, US

10/01/1985-

Present 2018-2019

University of

Alaska

Anchorage

Anchorage,

AK, US

10/01/1995-

Present 2016-2017

University of

Florida

Gainesville,

FL, US

10/01/1986-

Present 2018-2019

California

State

Polytechnic

University

Pomona, CA,

10/01/1992-

Present 2017-2018

Kennesaw

State

University

Kennesaw,

GA, US

10/01/2004-

Present 2017-2018

Istanbul

Technical

University

Istanbul,

Turkey

10/01/2009-

Present

2016-2017

Table 2. ABET accredited surveying and similarly named engineering programs5

2.3 Comparison of MUDEK and ABET criteria for surveying and similarly named

engineering programs In both accreditation criteria there are general and program specific measures. General criteria, consisting of 8, defined in ABET are the same with general criteria of MUDEK. But in addition to those MUDEK has one more criteria about organization and decision making stating that all decision making process between the organizations of higher education institution, chancellery, faculty, department and other sub units (if there are any) should be designed to support the achievement of educational objectives.2 Discipline specific evaluation criteria for MUDEK states that graduates should prove to be enough

for at least one of the following topics: boundary and / or land surveying, geographic and / or land

information systems, photogrammetry, cartography, geodesy, remote sensing and other related topics. 2 Under discipline specific evaluation criteria for ABET for surveying and similarly named engineering programs National Society for Professional Surveyors and American Society of Civil Engineers are listed as lead society and cooperating society respectively. 1 The curriculum must prepare graduates to work competently in one or more of the following areas: boundary and/or land surveying, geographic and/or land information systems, photogrammetry, mapping, geodesy, remote sensing, and other related

design in content are qualified to teach the subject matter by virtue of professional licensure or by

3. Comparison of surveying engineering education in Turkey and USA

Although surveying engineering education is different in various universities in Turkey most of the problems they are facing are usually common. In most of the universities grading curves are used for grading. Depending on the average level of the class, students sometimes pass the class by chance without obtaining proper knowledge. Also the idea of competing with each other limits the knowledge and material share between the students. Surveying engineering education is mostly Turkish however there are some programs with %30 or %100 English as teaching language. Foreign language education in universities are not sufficient enough for engineering education. In addition to that there is a lack of Turkish literature for engineers. Lack of resources and language forces the students to memorize the information given

directly by the instructor without judging or considering. This behavior effects the learning pattern

badly and therefore affects the future performance of surveying engineers. The classes are usually crowded compared to most of the classes in USA, this effects the teaching and evaluation performance enough high quality instructors and the wages are low according to the economic conditions of Turkey. These factors affect the motivation of instructors and have a huge impact on students learning abilities. Research budget and potential are low and cooperation between industry and university is not encouraged and supported. Main authorities in surveying engineering do not share the knowledge and material throughout their web sites as some of the important authorities in USA for surveying engineering like NOAA (National Oceanic and Atmospheric Administration) and NGS (National

Geodetic Survey) does.

Second education (night classes), are given by the same academic staff who is in charge of normal

education (day classes). This effects the concentration and efficiency of academic staff thus quality

of education and graduates. There is a lack of accreditation in surveying engineering programs only 1 program is accredited by ABET and 8 of 27 are accredited by MUDEK. This also effects the after graduation education of surveying engineers. In most of the USA states graduates of surveying engineering programs take

a test to become a licensed surveyor and join classes even after graduation to keep their licenses.

4. Recommendations for improvement

In order to increase the quality of graduates and surveying engineering programs in Turkey some precautions should be taken. There should be a passing grade criteria for grading system. Students who cannot satisfy the minimum criteria should fail to ensure quality. Prior to starting engineering education students should increase English, as a foreign language to an adequate level to keep up with the developing technologies all around the world. While doing that number of lecture and research resources should be increased in the libraries to encourage the students for research. Due to various factors throughout the education life, engineering education has become a know by heart learning system which decrease the ability to think and develop practical solutions for engineering problems. To avoid that, classes should be based on up to date discussion topics about new technologies encouraging the students to attend, gather and share knowledge. To ensure the affectivity of universities in the countrys development, financial resources transferred to the universities should be increased. To keep up with technological improvements, invent new technologies and to accelerate the development of the country, collaboration between universities and industry should be encouraged by developing new cooperation models. Researches should be supported by raising funds and financial support should be provided to faculty engaged in research. Majority of the engineering programs are accredited by MUDEK. However discipline specific evaluation criteria of MUDEK is not well defined as in ABET and in addition to that MUDEK mostly consists of individuals instead of organizations. The most important things in engineering education are curriculum, faculty, leading and cooperating supporting organizations. Well defined curriculum together with qualified faculty and supporting organizations specialized in surveying engineering ensures high quality education to students and post-graduation support to graduates. Final and most important recommendation is to set accreditation for engineering education as mandatory. For Turkey MUDEK, after fixing the weaknesses defined in the previous paragraph, and/or ABET should be acknowledged as accreditation authority.

5. Conclusion

In our developing world rapid technological changes, conditions and needs, forces universities to give education compatible with the rules of changing world. Conditions in engineering education shows that know by heart technical education without forcing students to think and create is not enough for competitive circumstances. In conclusion surveying and similarly named engineering programs in Turkey are in need of accreditation to build the necessary infrastructure for graduating knowledgeable, problem solving, leading, creative and self-confident engineers and to ensure continuous improvement of graduates.

References

1. ABET, Accreditation Board for Engineering and Technology, Criteria for Accrediting

Engineering Programs, Baltimore: ABET, Engineering Accreditation Commission, 2015. Available online at: http://www.abet.org/wp-content/uploads/2015/10/E001-16-17-EAC-Criteria-

10-20-15.pdf

2. MUDEK, http://www.mudek.org.tr/en/belge/doc.shtm accessed March 11, 2016.

3. MUDEK List of Accredited Programs, http://www.mudek.org.tr/en/akredit/akredite2015.shtm

accessed March 11, 2016.

4. ABET, http://www.abet.org/about-abet/, accessed March 11, 2016.

5. ABET accredited program search, http://main.abet.org/aps/Accreditedprogramsearch.aspx,

accessed March 11, 2016.